Abordagens sobre a formação de professores de matemática nos anos iniciais do ensino fundamental: em foco o ensino da geometria

Abstract

The main objective of this work is to analyze the training of teachers who teach mathematics in the early years, focusing on the teaching of geometry. To support the research, analyzes of the publications of the annals of the National Meeting of Mathematical Education (ENEM), from 1998 to 2019, and Political Pedagogical Course Projects (PPC’s) off four colleges in Goiânia that offer the course Degree in Pedagogy, describing which subjects are associated with the teaching-learning of mathematics. Twentynine articles were found in the analyzed annals, that discuss the proposed theme, addressing questions about the absence of Geometry in the school context, the construction of geometric concepts by the child and the formation of geometric knowledge for teachers/students. In view of this, some authors such as Lorenzato (1995); Nacarati (2007) and Pavanello (1993) corroborate this research, highlighting the absence of geometry in the pedagogue, were the geometric contents necessary for the teaching performance in the classroom are not addressed. The results show that the number of articles published on the theme of teacher training for the teaching of geometry are still small, requiring new scientific discussions, however, they highlight the absence of geometry in the classroom, highlighting the importance of teaching geometry since the first years of schooling, as it is considered of great importance for the child’s intuitive development and geometric thinking. Thus, it is necessary to invest more in public policies that meet the requirements of the initial and continuing education of the pedagogue with regard to mathematics and geometry.